Work based project Essay Example For Students

Work based project Essay The meals that are offered should meet the Essence of care standards which state that all patients are entitled to three balanced meals a day including snacks 24hrs a day. However it also states that Community and Mental Health services are therefore:- not required to adopt the menu format as set out in the NHS Recipe Book but are encouraged to do so where this is appropriate. The Ward Manager mentioned that cutbacks in the food menu and other areas were needed to meet the budget and therefore I was urged to quash hopes of games sessions as funding would be needed for items such as balls etc. We will write a custom essay on Work based project specifically for you for only $16.38 $13.9/page Order now Even though there were clearly many health benefits to the patients undertaking exercise rather than being schooled on a balanced diet, the latter was favoured because it was the safer option, but the question was safer for whom? I then went to work on my presentation and used PowerPoint and incorporated the use of flashing images and sounds to gain the attention of the service users (my audience) and also to try and make the session as least boring as I could. The biggest dilemma I faced however was that of telling the service users that the activity that they had taken their time to choose had been greatly modified if not completely disregarded. During lunch on the day before the proposed new activity was to take place I had to announce to the service users the change in structure. Many of them did not respond verbally but I could see by their facial expressions that they were extremely disappointed. I explained to them that it was to safeguard their health and safety and proposed my talk about health talk the following day, I had complete reservations about the attendance of the session. As expected, almost all of the service users did not show up, with exception of only two, Mrs. E and John. It was apparent that the service users had lost trust in me and were obviously conveying their feelings by refusal to show up. Mrs. E and John only managed to stay stationary for less than five minutes and had begun to fondle each other. The support workers had to pull them apart and I was unable to carry out the rest of my presentation. On Reflection Looking back at my research project I would not change the way in which I carried it out however I feel it would have been beneficial if I had known the residents for as long as I have known them now. There are also indications that more accurate, detailed information is provided when the researcher has spent time getting to know people and has regular contact with the participants during the research'(Cornwell, 1984). I also did not take into account how much of an impact the organizations policies were going to have on the project. I would have preferred for the project to have had a positive impact on the service users however I feel that it may have lowered their self esteem even more. Nonetheless McIver (1991) suggests that where an evaluation has explored in some depth the nature of the service individuals receive as well as the impact it has on the recipients, the task of establishing the relationships between these two sets of data is challenging but nonetheless of considerable importance to the future development of policy and provision. As services strive more and more to offer an individual service to their users this can complicate attempts to aggregate outcomes, and produce misleading results for the project as a whole. Whilst planning the project and undertaking it there are many issues that I encountered that may need reviewing and others changed completely. Firstly, the main problem was that the organisation did not look at the patients as people and disregarded what they wanted. .u0dbf2dfd153a80f0cd15fb8f4ef9b495 , .u0dbf2dfd153a80f0cd15fb8f4ef9b495 .postImageUrl , .u0dbf2dfd153a80f0cd15fb8f4ef9b495 .centered-text-area { min-height: 80px; position: relative; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495 , .u0dbf2dfd153a80f0cd15fb8f4ef9b495:hover , .u0dbf2dfd153a80f0cd15fb8f4ef9b495:visited , .u0dbf2dfd153a80f0cd15fb8f4ef9b495:active { border:0!important; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495 .clearfix:after { content: ""; display: table; clear: both; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495:active , .u0dbf2dfd153a80f0cd15fb8f4ef9b495:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495 .centered-text-area { width: 100%; position: relative ; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495:hover .ctaButton { background-color: #34495E!important; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495 .u0dbf2dfd153a80f0cd15fb8f4ef9b495-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0dbf2dfd153a80f0cd15fb8f4ef9b495:after { content: ""; display: block; clear: both; } READ: Describe the challenges that Human Resource Manage EssayThe problem many healthcare workers face is that they get stuck in a situation where they routinely treat the patients as a whole and do not take the time to get to know them personally and take heed to their individual likes and interests. The National Service Framework (1999) states All mental health service users on CPA should receive care which optimises engagement however one could argue that this was not the case when the Ward manager refused an activity that offered many advantages. Furthermore The Community Care Act (1990) states that In some cases, resources should not be taken into account, for instance, if a person would be at severe physical risk if a service were not provided. Even though the service users (especially the heavier ones) may not suffer straightaway, over a period of time they could be at physical risk from not having any exercise. Moreover because research suggests that exercise eases stress and may cause a reduction in low self esteem it could possibly slow the processes of patients becoming more depressed. Discrimination against people with mental health problems is rife and extends into the health professions (Chadda, 2000) and discriminatory behaviour is conveyed by certain members of staff at the unit. The National Occupational Standards state that one of the key purposes of Mental health services is to provide equitable and non-discriminatory services, across all age groups and settings however one could argue that the senior members of staff may discriminate against Mrs. E and John because of their expression of their sexuality. It is possible that staff separate Mrs. E and John for their own benefit rather than for the benefit of the service users themselves because it seems that the more they are not allowed to interact with people of different sex it makes their exhibition of promiscuous behaviour even worse. It is apparent that the organisational structure of health and social care services has developed a culture of just do it and do not ask questions. This could be because of a number of several factors. The healthcare market has grown dramatically and this is reflected also by the many consumers. Statistics (2000) show that there has been a dramatic increase in the number of people being referred to psychiatric services since the 1940s particularly men and young people. Furthermore 65% more are being referred to psychiatric hospitals for the first time. This obviously has an impact on the healthcare sector as a whole because the Government has had to up funding over the years to cope with the demand for care services. This is in turn puts pressure on the many NHS funded hospitals and psychiatric units to keep up standards and not go over their budgets. This is reflected in the way the ward manager runs the unit and may give reason to as to why she refused the recreational activity chosen by the service users because of factors such as the funding to buy equipment, the time and effort in doing the risk assessments for each and every patient who takes part and also the allocation of staff. Care vs control is also a major issue as I found it hard to interview some patients because of the medication that they had received which made them drowsy and rarely alert. The nursing staff may sometimes give medication to the patients before the allocated time so that they dont act up or when they are being aggressive than usual. Healthcare workers need to take into account that it may be possible for the service user may be upset about something and may be lashing out just as normal people do. Conclusion There are a number of factors which work together to strengthen the case for giving greater priority to evaluation in the planning and delivery of services for people with mental health problems. .u06fc3ca9f153e58cd44a7ae6fba41133 , .u06fc3ca9f153e58cd44a7ae6fba41133 .postImageUrl , .u06fc3ca9f153e58cd44a7ae6fba41133 .centered-text-area { min-height: 80px; position: relative; } .u06fc3ca9f153e58cd44a7ae6fba41133 , .u06fc3ca9f153e58cd44a7ae6fba41133:hover , .u06fc3ca9f153e58cd44a7ae6fba41133:visited , .u06fc3ca9f153e58cd44a7ae6fba41133:active { border:0!important; } .u06fc3ca9f153e58cd44a7ae6fba41133 .clearfix:after { content: ""; display: table; clear: both; } .u06fc3ca9f153e58cd44a7ae6fba41133 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u06fc3ca9f153e58cd44a7ae6fba41133:active , .u06fc3ca9f153e58cd44a7ae6fba41133:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u06fc3ca9f153e58cd44a7ae6fba41133 .centered-text-area { width: 100%; position: relative ; } .u06fc3ca9f153e58cd44a7ae6fba41133 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u06fc3ca9f153e58cd44a7ae6fba41133 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u06fc3ca9f153e58cd44a7ae6fba41133 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u06fc3ca9f153e58cd44a7ae6fba41133:hover .ctaButton { background-color: #34495E!important; } .u06fc3ca9f153e58cd44a7ae6fba41133 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u06fc3ca9f153e58cd44a7ae6fba41133 .u06fc3ca9f153e58cd44a7ae6fba41133-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u06fc3ca9f153e58cd44a7ae6fba41133:after { content: ""; display: block; clear: both; } READ: Taoism, Confucianism And Buddhism EssayThe inclusion of users perspectives in the evaluation of mental health is increasingly seen as a way of giving a marginalized group more of a voice( White and McCollam,1999). However this is much easier in theory than it is in practice. Many psychiatric patients continue to need long-term care in institutions in the public and private sector, despite the development of community facilities. Long-stay psychiatric institutions vary in size, level of security, facilities and type of care provided. Patients are usually regarded as long-stay if they are in an institution for more than a year. Inevitably, many long-stay in-patients experience limitations to their freedom, personal choice and activity, usually compounded by a low income and relative isolation from the community. References Bryman A. (2001). Social research methods. Oxford: Oxford University Press. Chadda, D. (2000) Discrimination rife against mental health patients. British Medical Journal, 320,1163 Cornwell, J 1984. Hard -earned lives:Accounts of health and illness from East London. London:Tavistock Gibson , C, 1998, Journal of Psychiatric ; Mental Health Nursing,5,(6), pp. 469-477 Hillsdon, M. , Thorogood, M. ; Foster, C. (1999) A systematic review of strategies to promote physical activity. In Benefits and Hazards of Exercise (ed. D. MacAuley), pp. 25-26. London: BMJ Publications http://www. indymedia. org. uk/en/2006/10/352537. html http://www. statistics. gov. uk/downloads/theme_health/PMA-AdultFollowup. pdf. Jamison, K. R. 1996. An Unquiet Mind: A Memoir of Moods and Madness. New York: Vintage Books McIver, S (1991). Obtaining the views of users of Mental Health Services. London. Kings fund centre. Meltzer, H. , Gill, B. , Petticrew, M. , et al (1996) Economic Activity and Social Functioning of Residents with Psychiatric Disorders (OPCS Surveys of Psychiatric Morbidity in Great Britain, Report 6). London: HMSO National Service Frameworks for Mental Health, Modern Standards and Service Models (1999) Peat, J., Mellis, C. , Williams, K. and Xuan W. (2002), Health Science Research: A Handbook of Quantitative Methods, London: Sage Rubin, H. J. , Rubin, I. S. 2005, Analyzing Coded Data. In Qualitative Interviewing: The Art of Hearing Data, second edition, pp. 224-245. Thousand Oaks, CA: Sage Souminen T and Leino-Kilpi H (1997) Research in intensive care nursing. Journal of Clinical Nursing 6, 69-76. Tilbury, D. (2002) Working with Mental Illness: A community-based approach, Basingstoke, Palgrave MacMillan. UKCC, Guidelines to Mental Health and Learning Disabilities Nursing, 1998 White, J and McCollam . A, 1999. Evaluation of Social work services for people with Mental health problems. In Mental health and Social work, pp. 190-215. Jessica Kingsley.

How Important Is Vocabulary for the New SAT

How Important Is Vocabulary for the New SAT SAT / ACT Prep Online Guides and Tips Studying hundreds of fancy words from big lists has long been a mainstay of SAT prep. But with the redesigned SAT focusing on medium-level words in the context of passages, do you still need to drill yourself on little-used vocab words? Before you expend superfluous energy to bolster your cognizance of recondite terminology (or waste time learning lots of obscure words), read this guide to learn whatvocabulary you need for the new SAT. First, what changes are being made to the SAT in terms of vocabulary? Changes in the New 2016 SAT The first and most apparent change in the redesigned SAT is the elimination of sentence completion questions. Gone are the stand-alone sentences with one or two blanks asking you to "choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole." Instead, the new vocabulary questions are passage-based. They refer to a line within a passage and ask what a word or idiom meansin context.This is a big difference from sentence completion-style questions, so what does this change mean in terms of the skills being tested? With sentence completions, you pretty much had to know the straight definition of complex wordsin order to answer them correctly. The sentence indicated a definition, so you either had to know which word it was referring to or be able to eliminate the other four answer choices. You couldn't rely on too many context clues to figure it out. This is where your studying of SAT Word of the Day and vocabulary lists would kick in and help you fill in the blanks. With the new passage-based questions, you're asked to interpret the meaning of a medium-level word in context. The word may be familiar to you, but it can have different meanings or connotations depending on how it's used. On these types of questions, all of the answers may be correct as definitions of the term being considered. Only one answer choice, though, will be correct for the term as it's being used in that particular context. As you can tell, this is a big departure from sentence completions. It calls upon different skills and a different approach to studying vocabulary. Before discussing how you can adjust your test prep, let's look at a couple examples that illustrate these changes. Does all this change make cents? Old SAT Vocabulary Questions The old SAT had 19 sentence completion questions which tested traditional SAT vocabulary terms. The following is a typical example. There is no doubt that Larry is a genuine -: he excels at telling stories that fascinate his listeners. (A) braggart(B) dilettante(C)pilferer(D) prevaricator(E) raconteur This sentence indicates the definition of the vocabulary word: a person who excels at telling fascinating stories. You either have to know that "raconteur" means just that, or you have to know thatthe other choices don't fit that definition and use process of elimination to get to (E). If you don't know these words and their definitions, you're left having to make a wild guess. The new SAT, on the other hand, usually doesn't feature such difficult words. Let's take a look. Redesigned SAT Vocabulary Questions The new SAT asks about words as they occur within the context of the passage. You probably don't use "prevaricator" and "raconteur" all that often in daily conversation. The words on the new SAT are meant to have broader utility in college and professional life. According to College Board, the new SAT emphasizes "the meaning of words in extended contexts and on how word choice shapes meaning, tone, and impact." They give the following example (this is an excerpt from a longer passage): "...The coming decades will likely see more intense clustering of jobs, innovation, and productivity in a smaller number of bigger cities and city-regions. Some regions could end up bloated beyond the capacity of their infrastructure, while others struggle, their promise stymied by inadequate human or other resources." As used in line 55, "intense" most nearly means... (A) emotional(B) concentrated(C) brilliant(D) determined Based on this example, you can immediately see the difference in the vocabulary's level of difficulty. You can also see how all of those answer choices could be correct interpretations of "intense"- depending on its context, it could mean emotional, concentrated, brilliant, or determined. Only (B) concentrated, however, works within this passage, as intense is being used to describe the "clustering of jobs...in a smaller number of bigger cities and city-regions." Rather than calling upon your knowledge of a word's definition, this question asks you to glean meaning and connotation from the context of a passage. Did you notice any other differences in this question? It only has four answer choices, instead of five. These improved odds, plus the fact that the new SAT has no penalty for wrong answers, means you should always make your most informed guess on all the questions. Some other medium-level difficulty words that might be tested on the new SAT include "alleviate, consistent, synthesis, empirical, coincide, congenial, indelible, discord, occur, mention, emerge, admit, perform, fortunate, require, and maintain." Even if you think you know all these words, is there a way you can study them to be better prepared for SAT vocab questions? What Do These Changes Mean for Your Studying? Given these changes, do you still need to study vocabulary for the new SAT in 2016? I would still highly recommend studying vocabulary, but in a different way. You can forget about those lists of "2,000 SAT vocabulary words" (phew!) and focus on "multiple-meaning" words of medium-level difficulty. The key thing to remember is that these words might have different meanings in different contexts, so you want to ensure that you understand each word in all of its dimensions and applications. You can do this by finding a word used in several example sentences, rather than just one, as well as noting how vocabulary words are used when you readbooks, articles, and the news. The New York Times Word of the Day Learning Blog has a useful tool that lets you find all the articles in which a term shows up. While many of the words they feature apply better to the old SAT, you can use that idea of finding terms in many different sources to enhance your understanding of it. There are also several other sites that are helpful for studying these words in various contexts, like Quizlet and ProfessorWord. Plus, incorporating them into your own writing is the best way to fully grasp how their meaning is affected by word choice and usage. Since these changes closely resemble the ACT, you can also check PrepScholar's list of the 150 most commonly tested ACT words. College Board and Khan Academy have sample practice questions for the new SAT. Finally, when using older practice materials, I would recommend focusing on the passage-based questions, especially the ones that point to a specific word or phrase. Generally speaking, you can forget about the sentence completions. Overall, what are the most important takeaways from the changes that were made to the SAT? The Gist of Vocabulary Changes The following are the most important points to remember about vocabulary questions on the new SAT: Sentence completions are gone. New questions focus on moderate-level words that may have different meanings in different contexts, like "intense." To prepare, you should focus on learning how words are used in different contexts, along with how you can gather context clues to determine the meaning of a word. Check out sample questions for the new SAT and make sure you understand the changes that are being made. This will help you adjust your studying and not waste time focusing on material that's no longer relevant. Plus, studying vocabulary based on context will help you improve your overall writing, reading, and communication skills, which will be extremely helpful for high school, college, and beyond. What's Next? Besides vocabulary questions, what else is changed on the new SAT? Read about all the changes and what it means for your test prep in our full guide to the redesigned SAT in 2016. In addition to learning about the changes, figure out what these changes mean for your studying. Read all about how to study for the new SAT here. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Oral errorr correction for non-native speakers of English Essay

Oral errorr correction for non-native speakers of English - Essay Example Traditionally, errors have been seen as signs of failure in the language learning process (Hedge 2000; Johnson 2008). However, today attitudes towards errors are becoming less negative. The dominating constructive point of view in language learning, emphasizes errors’ role as a part of the language learning process (Bartram and Walton 1991). Already in the late 60s, Corder (1967) notes that errors are a significant part of language learning from two points of view. Firstly, errors give information to teachers about the learners’ language level, including what they have learned and what they still need to practice. Secondly, the nature of errors can enhance both teachers’ and learners’ understanding of the whole language learning process and what kind of knowledge is acquired first and what kind of structures are more difficult to comprehend. This paper will thus help to provide an insight into the role of errors and how they have been treated in language t eaching through decades; the kind of corrective feedback that can take place in English as a foreign language (EFL) classroom; and finally, whether or not corrective feedback has an influence on the development of a learner learning a language. This paper will focus on defining terms concerning errors, corrective feedback and learner uptake. ... Phonological errors are errors in pronunciation, stress, or intonation, grammatical errors to incorrect formulated sentences, phrases or words, and lexical errors refer to errors in word use, phrases or idioms (Chaudron 1986; Allwright and Bailey 1991). In totality, James (1998) explains that errors refer to a deviation of the grammatical accurate rules of a language system. Hendrickson (1978:387), on the other hand, defines error as ‘an utterance, form, or structure that a particular teacher deems unacceptable because of its inappropriate use or its absence in real-life discourse’. According to Allwright and Bailey (1991:85) ‘an error is a form unwanted by the teacher’. In foreign language classrooms, the teacher is able to decide whether or not the students are making errors in oral pronunciation of words and phrases in the language that they are learning. However, errors that are made in the classroom are a result of different causes; Transfer of learners ’ first language such as unfamiliar structures or pronunciation and unfamiliar words can all lead to erroneous utterances (Lyster and Ranta 1997). The definition mentioned previously seems to refer both to an incorrect form of an utterance that a native speaker of the language would not understand or accept as correct language use, and to an incorrect form of an specific utterance or answer that the teacher is looking for (Scrivener 1994). Errors mostly occur when the person learning the language is not able to for correct sentences or structure the use of grammar and phrase composition well. (Scrivener 1994). But despite good chances for a correct guess, the learner ends up doing incorrect hypotheses